Understanding Chinese international students in the U.S. in Times of the COVID-19 crisis: from a Chinese discourse studies perspective

Using the Chinese Discourse Studies (CNDS) as a theoretical framework, this study seeks to challenge the cultural essentialism and uncritical roots of existing literature, with an aim to expose long-standing patterns of Western totalizing discourse in the field of international education research. This exploratory article explores how Chinese international students as cultural agents respond to the global pandemic and pandemic-related stereotypes. Through a critical analysis of 21 Chinese students' narratives, this article identifies three culturally specific characteristics that pervade Chinese normative dialogues: (1) Chinese dialectics, (2) Chinese harmony, and (3) Chinese self-criticism. They are often employed to emphasize Chinese optimistic attitudes in times of crisis, avoidance of confrontation for harmonious communication, and moral character of self-introspection to conform to the social norm. This article offers new empirical evidence for the reconstruction of the Chinese paradigm of discourse studies and reveals the inappropriateness of Western scholarship for understanding non-Western linguistic and communicative events and practices. In sum, this article demonstrates that Chinese discourse studies can be a potential decolonial option to depart from deep-seated scholarship in Western intellectual supremacy and a visionary framework to advance multicultural discourses about international education against the backdrop of geopolitical tensions and anti-Asian racism.

Knowledge production in higher education: Between Europe and the Middle East

With a selected focus on Europe and the Middle East and North Africa (MENA), Knowledge production in higher education presents a reflexive understanding of how Europe is taught and studied at MENA universities and how knowledge about the MENA is produced in Europe. This focus is based on the observation that higher education is rarely an apolitical space and an acknowledgement of how ‘every view is a view from somewhere'. It therefore explores the politics of institutes of higher education in view of often competing scholarly practices. Furthermore, it examines the historical evolution of French, German and Italian scholarship on the MENA;analyses the cases of Malta, Palestine and Turkey with their respective liminal characteristics in between the MENA and Europe, and how these impact on higher educational approaches to the study of the Other;considers critique as the driving force not only of the higher educational establishment but of liberal and illiberal contexts, with a specific focus on Denmark, the Netherlands and Egypt;and examines influences upon knowledge production including gender, the COVID-19 pandemic (with a focus on the UK and Syria) and think tanks. © Manchester University Press 2023.

Ambiguities and tensions in the construction of ‘global' graduates

Increasingly, competing discourses shape tensions between the role of the contemporary university and the global markets in which universities must exist. This paper draws on the examination of interviews with nine education academics in Australia to illuminate the construction of ‘global' in the production of the global graduate (GG). Discourse analysis is used to explore how, against the backdrop of COVID 19, participants construct different identities variously related to current and future orientations for the GG. This paper uses two big ‘D' discourses – efficiency as centralised imperative and boundless productivity – to explore knowledge production and accountabilities, neoliberalism, internationalisation and the construction of marketised universities operating in global knowledge economies. We conclude, the GG is an elusive notion, which draws mobile and multiple positionings to reveal unsettled and often ambiguous constructions of ‘university' and ‘teacher', with related tensions for the role and identity of education academics. [ FROM AUTHOR] Copyright of Discourse: Studies in the Cultural Politics of Education is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

PRESENCE//Gifted: On Poetry, Antiracism, and Epistemic Violence in Health Promotion.

Through poetry, I offer a critical reflection on the racialized contexts, consequences, and (mis)representations of overlapping pandemics-COVID-19 and structural racism-crafted as counternarrative to public health's and medicine's ahistorical, apolitical, and racist proclivities in times of crises (e.g., plague, 1918 flu, HIV/AIDS, addiction, racialized police violence). I weave public health and medical concepts together with Black music, poetry, scholarship, and history to (re)frame/analyze interconnections between COVID-19 and structural racism-centering love, resistance, and solidarity to counter Black erasure within the public health knowledge canon. I contextualize the poem/use of poetry as praxis in public health antiracism discourse through a brief essay, drawing from critical, critical race, and Black feminist theory to position poetry as a space of health equity testimony, and a mode of antiracist praxis to reclaim/center the margin as site of knowing and resistance. Specifically, I discuss testimonial quieting, testimonial smothering, and testimonial incompetence as critical concepts for health promotion scholars, practitioners, and students to engage as germane to interrogating our present knowledge production norms in regards to epistemic violence and its implications for prospects of antiracist public health futures. In doing so, I suggest that poetry can play a critical role in challenging, opening up, and reimagining discourse of antiracism for advancing health equity knowledge and action.

University Extension in Architecture: Strategies adopted by COVID-19

Latin-American universities have reacted during pandemic times by implementing strategies not only virtual (Bedoya-Dorado, Murillo-Vargas, y González-Campo, 2021), the actions adopted over the road have allowed that the programme of extension continues being performed in other ways and to consider as not a requirement the permanent presential link with the community. The goal of the research is to analyze the strategies developed in community projects of University Extension in Architecture developed in seven Latin-American countries. The inquiry presents a methodology with combined strategies (Groat y Wang, 2013) that includes a literature review of primary and secondary sources, cases of study and interviews. This papers contains cuali-cuantitative data related to modes of working, alternatives of virtual communication in social media and elaborated knowledge of seven community projects selected from online activities developed by Architectural Latin-American universities in Costa Rica, México, Colombia, Ecuador, Chile y Argentina. The study found that the compilation of projects done last year and few years ago are the most used modes of working, also, digital material, Facebook pages and YouTube channels are the alternatives for virtual communication and finally, that digital publications and videos are the elaboration (Cano e Ingold, 2020), production (Salvatierra, 2003), (Cohen, 2014), (Martínez y García, 2019) and construction (Bolaños y Aguilera cited by Martínez y García, 2019) of knowledge. © 2022 The authors.

Saving millions of lives but some resources squandered: emerging lessons from health research system pandemic achievements and challenges.

During the SARS-CoV-2 pandemic, astonishingly rapid research averted millions of deaths worldwide through new vaccines and repurposed and new drugs. Evidence use informed life-saving national policies including non-pharmaceutical interventions. Simultaneously, there was unprecedented waste, with many underpowered trials on the same drugs. We identified lessons from COVID-19 research responses by applying WHO's framework for research systems. It has four functions-governance, securing finance, capacity-building, and production and use of research-and nine components. Two linked questions focused the analysis. First, to what extent have achievements in knowledge production and evidence use built on existing structures and capacity in national health research systems? Second, did the features of such systems mitigate waste? We collated evidence on seven countries, Australia, Brazil, Canada, Germany, New Zealand, the United Kingdom and the United States, to identify examples of achievements and challenges.We used the data to develop lessons for each framework component. Research coordination, prioritization and expedited ethics approval contributed to rapid identification of new therapies, including dexamethasone in the United Kingdom and Brazil. Accelerated vaccines depended on extensive funding, especially through the Operation Warp Speed initiative in the United States, and new platforms created through long-term biomedical research capacity in the United Kingdom and, for messenger ribonucleic acid (mRNA) vaccines, in Canada, Germany and the United States. Research capacity embedded in the United Kingdom's healthcare system resulted in trial acceleration and waste avoidance. Faster publication of research saved lives, but raised challenges. Public/private collaborations made major contributions to vastly accelerating new products, available worldwide, though unequally. Effective developments of living (i.e. regularly updated) reviews and guidelines, especially in Australia and Canada, extended existing expertise in meeting users' needs. Despite complexities, effective national policy responses (less evident in Brazil, the United Kingdom and the United States) also saved lives by drawing on health research system features, including collaboration among politicians, civil servants and researchers; good communications; and willingness to use evidence. Comprehensive health research strategies contributed to success in research production in the United Kingdom and in evidence use by political leadership in New Zealand. In addition to waste, challenges included equity issues, public involvement and non-COVID research. We developed recommendations, but advocate studies of further countries.

How Innovation Ecosystem Synergy Degree Influences Technology Innovation Performance—Evidence from China’s High-Tech Industry

The technology innovation of high-tech industries has become an important support for the innovation-driven strategy. This study introduces innovation ecosystem synergy as a moderating variable from a systemic and holistic perspective based on the traditional perspective of innovation factor input-output, and helps construct a technology innovation performance driving model based on the Cobb–Douglas knowledge production function, which enriches the discussion perspective and theoretical model research on technology innovation performance. With a sample of 28 provinces in mainland China, this study empirically analyzed the moderating mechanism of innovation performance by innovation synergy in high-tech industries during the two stages of technology development and technology transformation. The findings of the study are as follows: (1) Independent research and development has a positive and significant impact on technology development performance;product innovation has a positive and significant impact on technology transformation performance;(2) Technology introduction can weaken technology development performance due to technology dependence and the inhibitory effect on independent innovation, and inefficient technology renovation can negatively and significantly affect technology transformation performance.;(3) The degree of synergy has a positive and significant impact on the performance of technology development innovation and technology transformation innovation. The degree of synergy has a positive moderating effect on the innovation performance of independent R&D and technology development, as well as product innovation and technology renovation, and a negative moderating effect on the innovation performance of technology introduction and technology development, but no significant moderating effect on technology renovation and technology transformation performance. The research results can provide a reference for the improvement of the technology innovation performance of regional high-tech industries.

COUNTERnarratives: Social Assemblages

PUERTO RICO PDC PLACE-COUNTERnarratives: Social Assemblages is done with the purpose of sentipensar (Escobar, 2014) and making processes visible from the Caribbean understanding how they are generated and developed, knowing the obstacles they face, finding common ground, and establishing ties of collaboration. The authors propose a poetic infrastructure (Larkin, 2013) between the Caribbean that allows exchange about space to strengthen our community of practitioners. COUNTERnarratives: Social Assemblages is a horizontal and collaborative discussion of knowledge production and dialogue. Our islands, although geographically close, are economically distant from each other due to the cost of travel and political factors. Our design community tends to look to the global North for peer communication, so our understanding of each other can be spotty, and various factors can disrupt engagement. A Counternarrative (Giroux, 1996) challenges the exclusionary processes of the status quo and proposes alternatives from a critical perspective that interconnects diverse experiences and knowledge. The COUNTERnarrative generated from the activity will be from Caribbean situated knowledge (Haraway, 1988). Given the historical situation, we are experiencing as islands (climate change and hurricanes, earthquakes, COVID-19, Fiscal Control Boards, assassination of President Jovenel Moise, etc.), it is imperative to reflect on who we are now and who we want to be in the future. How can we help each other among the Caribbean with the idea of emphasizing our roots and our identity through horizontal processes of participation? We need to respond and reflect on: What is our role? How can we emphasize and build on the union with the rest of the Caribbean? © 2022 Owner/Author.

(Re)imagining research, activism, and rights at the intersections of sexuality, health, and social justice.

The Covid-19 pandemic inaugurated a new global order of public life and health marked by death, despair and alienation. As a crisis of a global scale, it made the task of (re)imagination simultaneously necessary and extremely difficult. It is this double bind of the difficulty and imminence of imagination that motivates the curation of this special issue. In this introduction, we map the connections between the theme of this volume and the key ideas that constitute its varied contributions, which we organised under three broad mobilising ideas: Rights and Resilience; Sexuality, Health and Justice; and Politics of Knowledge Production and Collaborations. Contributions cover myriad issues, engage in methodological innovations and play with diverse genres. Alongside more traditional academic writings, there are community-based research papers, activist conversations, visual essays, reflective pieces and interviews. The geographical span of the contributions brings insights from around the world and the number of topics covered in this issue are equally vast including, among others, mental health, disability, environment, sex work, violence, queerness, LGBTQ+ experiences, love and anger. The aim of this special issue, then, is to challenge the Manichean distinctions that are often drawn between research and activism, and by extension, between theory and practice.

The Role of Academic Researcher Coaching in Enhancing Innovation and Knowledge Production in Higher Education Institutions (HEIs) in South Africa

Perhaps the most significant global impact of the Covid-19 pandemic is that it has catalysed accelerated innovation and change across various sectors. Businesses have had to pivot and innovate to survive in the "new normal", medical and health care industries have had to adapt rapidly in order to stay ahead of the growing global health crisis brought on by the pandemic, and governments have had to think out of the box to manage the political, social and economic challenges engendered by Covid-19. Amidst all of this, the Higher Education sector has also been forced to adapt to the challenges of the pandemic. In the South African context, innovation in higher education has focused mostly on teaching and learning, specifically the accelerated shift from traditional face-to-face teaching to the use of online learning platforms. However, what has been neglected is innovation in knowledge production and research. This article explores the role of academic researcher coaching as a support mechanism to enhance innovation and knowledge production through postgraduate academic research. It is argued that academic researcher coaching will become an increasingly valuable tool to provide holistic support to researchers, and that complements the traditional research supervisor role.

MERIP's Impact on Middle East Studies: Showcasing a MESA Roundtable

In anticipation of the fiftieth anniversary of its founding, past and present members of the Middle East Research and Information Project (MERIP) organized a roundtable for the annual meeting of the Middle East Studies Association (MESA) entitled "MERIP's Impact on Middle East Studies." Due to the COVID-19 pandemic, on October 14, 2020, the roundtable was conducted as a virtual webinar. The participants included Joe Stork, Judith Tucker, Zachary Lockman, Ted Swedenburg, Norma Claire Moruzzi, Jacob Mundy, and Stacey Philbrick Yaday. The roundtable was moderated by Waleed Hazbun and offered reflections about MERIP's original mission, explained how its model for "research and information" evolved, and explored how over fifty years MERIP's contributions have helped transform Middle East Studies scholarship. The following is a transcript that has been edited for clarity and length.

Peripheral multilingual scholars confronting epistemic exclusion in global academic knowledge production: a positive case study

The decolonization of knowledge is increasingly high on the agenda of applied and sociolinguistics. This article contributes to this agenda by examining how peripheral multilingual scholars confront their linguistic and epistemic exclusion from global knowledge production. Based on the product of such a challenge – a Chinese-centric special issue of Multilingua, a global academic Q1 journal, devoted to crisis communication during the COVID-19 pandemic and committed to furthering intercultural dialogue in research – we explore the decades-long knowledge production process behind that product and so provide a look into the “black box” of academic networking and publishing. Advocating for collaborative autoethnography as an inherently inclusive method, we focus on enabling academic and personal networks, textual scaffolding, and linguistic and epistemic brokerage. The article closes with three aspects of linguistic and epistemic citizenship that are central to inclusion, namely recognition of the value of peripheral knowledges, recognition of a collaborative ethics of care, and recognition of shared responsibility. [ FROM AUTHOR] Copyright of Multilingua is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Conditions that researchers have faced during COVID-19 in the production of knowledge

The article discusses the changes that have occurred during the COVID-19 pandemic in educational legislation, financing, and restrictions on physical presence, which has generated an atypical situation in higher education institutions. The objective is to analyze the institutional, family, and public policy conditions that researchers at Mexican State-run Public Universities have faced in the production of knowledge. It is a quantitative and explanatory study whose results are that 52% of the researchers consider that confinement did not help them to improve their academic productivity in quantitative terms, for 96% working from home has increased their working hours, 64% have postponed their academic productivity due to family conditions and 75% mention that public policies derived from the pandemic altered their research projects.

What Can We Learn from Urban Crisis?

The irreversible transition towards urban living entails complex challenges and vulnerabilities for citizens, civic authorities, and the management of global commons. Many cities remain beset by political, infrastructural, social, or economic fragility, with crisis arguably becoming an increasingly present condition of urban life. While acknowledging the intense vulnerabilities that cities can face, this article contends that innovative, flexible, and often ground-breaking policies, practices, and activities designed to manage and overcome fragility can emerge in cities beset by crisis. We argue that a deeper understanding of such practices and the knowledge emerging from contexts of urban crisis may offer important insights to support urban resilience and sustainable development. We outline a simple conceptual representation of the interrelationships between urban crisis and knowledge production, situate this in the context of literature on resilience, sustainability, and crisis, and present illustrative examples of real-world practices. In discussing these perspectives, we reflect on how we may better value, use, and exchange knowledge and practice in order to address current and future urban challenges.

Trouble with social cohesion: The geographies and politics of COVID-19 in Aotearoa New Zealand.

In September 2020, the Centre for Informed Futures (Koi Tu) attributed the success of New Zealand's response to the great lockdown of March 2020 as a triumph of social cohesiveness. In this commentary we examine the use of terms such as 'society', 'resilience', 'nation' and 'social cohesion' in the light of the spread of the Delta variant, and the importance of geography and politics. We conclude that there is a need for a critical engagement with widely touted ideas of social cohesion.

Drawing lessons from the COVID-19 pandemic: science and epistemic humility should go together.

During the COVID-19 pandemic, scientific experts advised governments for measures to be promptly taken; they also helped people to understand the situation. They carried out this role in the face of a worldwide emergency, when scientific understanding was still underway. Public scientific disputes also arose, creating confusion among people. This article highlights the importance of experts' epistemic stance under these circumstances. It suggests they should embrace the intellectual virtue of epistemic humility, regulating their epistemic behavior and communication accordingly. In so doing, they would also favour the functioning of the broad network of knowledge-based experts, which is required to properly address all the aspects of the global pandemic.